<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602014000400005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Políticas de educação bilíngue para surdos: o contexto brasileiro.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Sueli]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[Laura Ceretta]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A05">
<institution><![CDATA[,Universidade Federal do Paraná. Curitiba, Paraná, Brasil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2014</year>
</pub-date>
<numero>numeroesp02</numero>
<fpage>51</fpage>
<lpage>69</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602014000400005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602014000400005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602014000400005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo propõe-se a apresentar um panorama das políticas educacionais para surdos, desde a década de 1990, demarcando as inúmeras disputas ideológicas que influenciaram diretamente os campos da política linguística e das políticas de educação inclusiva para esse grupo de estudantes. Assumimos como elemento determinante de análise a gestão pública das línguas adotadas na educação de surdos para avaliar a efetividade das políticas de educação inclusiva, considerando que a complexa situação de bilinguismo dos surdos está diluída ao, não menos complexo, processo de inclusão de pessoas com deficiência na escola comum. Assim, demonstramos que há um desvio de foco (derivado de um desvio na concepção de sujeito surdo) no conjunto de textos oficiais que constituem as diretrizes filosóficas e legais para a educação desses estudantes, cujo impacto central é não assegurar o direito à língua de sinais brasileira (Libras) como língua materna na infância, conforme reivindicam os movimentos surdos e está assegurado na letra da lei. Aponta-se a política linguística como uma variável determinante no debate da conjuntura nacional da educação de surdos brasileiros, ainda que nem sempre a ela seja dada centralidade pelo poder público, na atualidade. Ao analisar a política linguística refletida no percurso histórico da educação de surdos, realizamos uma análise crítica sobre os avanços e dificuldades no processo de escolarização (dito) bilíngue de surdos no contexto da educação (dita) inclusiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article has been developed to illustrate the scope of the Brazilian educational policies for the deaf since the 1990’s, highlighting the ideological disputes that have had a direct impact on the fields of linguistic and inclusive education policies concerning the group mentioned above. The public management of the languages adopted for the education of the deaf was used as our key element of analysis to assess the effectiveness of those policies. The complex situation of bilingual education for that group is also taken into consideration. It is diluted in the process of including disabled people in regular schools, which is not less complex. Therefore, we show that there is a diversion (rooting from a misconception of the deaf subject) in the official texts that constitute the legal and philosophical guidelines for the education of these students. As a result of that, the access to the Brazilian Sign Language (Libras) as a first language to that population, a mother tongue since childhood, as requested by the deaf community and ensured by law, is not safeguarded. We point out the importance of a linguistic policy as a crucial element on the current situation of the national policy for the education of the deaf debate, whether or not it resonates with the present government point of view. By analyzing historically the linguistic policy for deaf education, we are also able to make a critical review of the advances and difficulties of the so-called bilingual education for the deaf in our so-called inclusive education context.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas de Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Política Linguística]]></kwd>
<kwd lng="pt"><![CDATA[Educação Bilíngue para Surdos]]></kwd>
<kwd lng="en"><![CDATA[Policies on Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Linguistic Policy]]></kwd>
<kwd lng="en"><![CDATA[Bilingual Education for the Deaf]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Pol&iacute;ticas  de educa&ccedil;&atilde;o bil&iacute;ngue para surdos: o contexto brasileiro.</h2> <h3>Bilingual education policies for the deaf: the  Brazilian contexto.</h3>     <p>&nbsp;</p> <h4>Sueli  Fernandes, Laura Ceretta Moreira    <br> </h4> </font>      ]]></body><back>
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</article>
